Fostering Reflective Practitioners: Enhancing Pre-Service Social Studies Teachers^ Competence through Collaborative Inquiry-based Curriculum Fauzi Abdillah, Sarkadi
Universitas Negeri Jakarta
Abstract
The integration of online learning practices within the realm of teacher education, as predicted by McKinsey Global Institute, necessitates substantial preparation to equip educators with the skills for effective remote instruction. This article highlights the urgency for universities, particularly Teacher Education Institutes like Universitas Negeri Jakarta (UNJ), to systematically adapt their curricula and optimize contextual Collaborative Inquiry-based Curriculum Development. Drawing from literature, this study advocates for involving practitioners as mentors, embedding self-directed online learning, and utilizing the Global Citizenship Education approach. In the context of post-pandemic challenges, the multifaceted readiness of teachers for online teaching is vital. Asynchronous interactions with practitioners can expose nuanced issues not typically addressed in traditional settings. The article underscores the role of reflective practitioners in enhancing the quality of character education. It also underscores the significance of refining the role of experienced educators as mentors, enabling more impactful feedback for future educators. The paper proposes an ecosystem-based learning approach for prospective and practicing teachers, specifically in the field of Civic Education, fostering educators who are responsive, innovative, and contextual in their teaching practices.
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